The teacher understands and uses formal and informal assessment strategies to ensure continuous intellectual, social, and physical development of the learner.
Artifact:Traditional Assessment – Math Test (formal)
Date: Spring 2009
Rationale: In the spring of 2009, I was hired to teach a developmental math class to high school students at the Early College Alliance at EMU. Accordingly, I had to create a traditional math assessment of student learning. I am including this artifact in my portfolio as evidence of my ability to develop formal, traditional assessments.
Rationale: It is my philosophy that students need options to demonstrate mastery of content other than traditional testing assessments. Accordingly, with every social studies unit I created and taught during my 5th grade long-term guest teaching term, not only did I assess students using traditional testing methods, but I also used performance-based assessments. I am including the instructions and rubric for a “colonial scrapbook” that students created as part of a “colonization and settlement” American history unit.
Rationale: I am a firm believer in the use of “rubrics” as a tool for assessment. It is my philosophy that students should receive the rubrics before they begin their assignment so they have a clear idea of what is expected of them. I am including an example rubric that I created as part of my 5th grade long-term guest teaching experience.
Artifact:Reading Assessment – Running Records and Comprehension (formal and informal)
Date: Various
Rationale: As part of my pre-student teaching experiences, my student teaching semester, and my long-term guest teaching term, I assessed students in reading using various methods including running records, IRIs, DRAs, and “tape, check, and chart” (measurement of fluency). I have included a sample copy of a running record and comprehension assessment that I did as part of my field experience.
Rationale: As a requirement for an IEP meeting for a student referral, as the general education teacher in place during my long-term guest teaching term, I had to complete a teacher report on a student. The special education teacher said it was one of the most thorough reports she had seen. I am including this report as evidence of my ability to understand assessment as a tool for ensuring the continuous intellectual, social, and physical development of the EVERY learner.
Artifact: Claws, Coats and Camouflage Lesson Plan: How Animals Adapt to their World - 5th Grade - Pre- and Post- Assessments Date: November 2008 Rationale: During November 2008, I taught a lesson to 5th graders on animal adaptations. This lesson included an anticipation guide that included 15 agree/disagree statements that students had to answer before and after the lesson. The artifacts that I have included with regards to this lesson are the anticipation guide itself, as well as, an analysis and reflection of the assessment and the student outcomes. This artifact demonstrates my abiltity to create, administer, summarize, and interpret a traditional form of assessment such as true/false. Files Included: Pre/Post Assessment Anticipation Guide, Assessment Narrative, Assessment Table of Outcomes
Artifact:Student Learning Analysis (formal)
Date: October 2007
Rationale: During my pre-student teaching experiences, I worked in a 2nd grade classroom and as part of the requirements for my assessment class; I completed a student learning analysis assignment on these experiences. This analysis was designed to give me experience administering an assessment to a class and analyzing the results in terms of the overall class, groups of students and individuals. I am including this artifact as evidence of my ability to administer an assessment and analyze the results in terms of whole class, small group, and individual.
